Journal of Experimental Child Psychology最新文献_第9页

Give some, keep some, put some: The language of sharing in children 给一些，留一些，放一些：儿童的分享语言

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-09-14 DOI: 10.1016/j.jecp.2024.106066

Keith Jensen , Lin Rouvroye , Sarah Eiteljoerge , Elena Lieven , Eduardo Fe , Nausicaa Pouscoulous

引用次数: 0

Social and communicative not a prerequisite: Preverbal infants learn an abstract rule only from congruent audiovisual dynamic pitch–height patterns 社交和交流不是先决条件：前语言婴儿只能从一致的视听动态音高模式中学习抽象规则。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-09-06 DOI: 10.1016/j.jecp.2024.106046

Hiu Mei Chow , Yuen Ki Ma , Chia-huei Tseng

{"title":"Social and communicative not a prerequisite: Preverbal infants learn an abstract rule only from congruent audiovisual dynamic pitch–height patterns","authors":"Hiu Mei Chow , Yuen Ki Ma , Chia-huei Tseng","doi":"10.1016/j.jecp.2024.106046","DOIUrl":"10.1016/j.jecp.2024.106046","url":null,"abstract":"<div><p>Learning in the everyday environment often requires the flexible integration of relevant multisensory information. Previous research has demonstrated preverbal infants’ capacity to extract an abstract rule from audiovisual temporal sequences matched in temporal synchrony. Interestingly, this capacity was recently reported to be modulated by crossmodal correspondence beyond spatiotemporal matching (e.g., consistent facial emotional expressions or articulatory mouth movements matched with sound). To investigate whether such modulatory influence applies to non-social and non-communicative stimuli, we conducted a critical test using audiovisual stimuli free of social information: visually upward (and downward) moving objects paired with a congruent tone of ascending or incongruent (descending) pitch. East Asian infants (8–10 months old) from a metropolitan area in Asia demonstrated successful abstract rule learning in the congruent audiovisual condition and demonstrated <em>weaker learning</em> in the incongruent condition. This implies that preverbal infants use crossmodal dynamic pitch–height correspondence to integrate multisensory information before rule extraction. This result confirms that preverbal infants are ready to use non-social non-communicative information in serving cognitive functions such as rule extraction in a multisensory context.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"248 ","pages":"Article 106046"},"PeriodicalIF":1.8,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022096524001863/pdfft?md5=530830a4da639627a067aeef4cad1103&pid=1-s2.0-S0022096524001863-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A bird’s-eye view of research practices in mathematical cognition, learning, and instruction: Reimagining the status quo 数学认知、学习和教学研究实践鸟瞰：重新认识现状。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-09-05 DOI: 10.1016/j.jecp.2024.106056

Martha W. Alibali , Percival G. Matthews , Jessica Rodrigues , Rui Meng , Nicholas A. Vest , Victoria Jay , David Menendez , Jennifer O. Murray , Andrea Marquardt Donovan , Lauren E. Anthony , Nicole M. McNeil

{"title":"A bird’s-eye view of research practices in mathematical cognition, learning, and instruction: Reimagining the status quo","authors":"Martha W. Alibali , Percival G. Matthews , Jessica Rodrigues , Rui Meng , Nicholas A. Vest , Victoria Jay , David Menendez , Jennifer O. Murray , Andrea Marquardt Donovan , Lauren E. Anthony , Nicole M. McNeil","doi":"10.1016/j.jecp.2024.106056","DOIUrl":"10.1016/j.jecp.2024.106056","url":null,"abstract":"<div><p>Research on mathematical cognition, learning, and instruction (MCLI) often takes cognition as its point of departure and considers instruction at a later point in the research cycle. In this article, we call for psychologists who study MCLI to reflect on the “status quo” of their research practices and to consider making instruction an earlier and more central aspect of their work. We encourage scholars of MCLI (a) to consider the needs of educators and schools when selecting research questions and developing interventions; (b) to compose research teams that are diverse in the personal, disciplinary, and occupational backgrounds of team members; (c) to make efforts to broaden participation in research and to conduct research in authentic settings; and (d) to communicate research in ways that are accessible to practitioners and to the general public. We argue that a more central consideration of instruction will lead to shifts that make research on MCLI more theoretically valuable, more actionable for educators, and more relevant to pressing societal challenges.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"248 ","pages":"Article 106056"},"PeriodicalIF":1.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Immediate and delayed effects of fantastical content on children’s executive functions and mental transformation 幻想内容对儿童执行功能和心理转换的即时和延迟效应。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-09-05 DOI: 10.1016/j.jecp.2024.106067

Dilara Keşşafoğlu , Aylin Küntay , Berna A. Uzundağ

{"title":"Immediate and delayed effects of fantastical content on children’s executive functions and mental transformation","authors":"Dilara Keşşafoğlu , Aylin Küntay , Berna A. Uzundağ","doi":"10.1016/j.jecp.2024.106067","DOIUrl":"10.1016/j.jecp.2024.106067","url":null,"abstract":"<div><p>Watching fantastical content has been shown to negatively affect young children’s executive function (EF) skills. No study has investigated how long these negative effects persist and whether they extend to other cognitive skills. The current experimental study aimed to (1) detect how long fantastical content affects children’s EF performance and (2) examine whether watching fantastical content negatively affects children’s other (non-EF) cognitive task performance, namely mental transformation. A total of 120 5- and 6-year-old children (<em>M</em> = 66 months, <em>SD</em> = 5.52) were randomly assigned to one of the four following conditions: (a) immediate testing after watching an 8-min non-fantastical cartoon, (b) immediate testing after watching an 8-min fantastical cartoon, (c) 10-min delayed testing after watching a fantastical cartoon, and (d) immediate testing after an 8-min free play (control condition). After exposure to each condition, children were tested on EF and mental transformation measures. Results showed that children watching a fantastical cartoon performed worse on working memory and inhibitory control tasks than children watching a non-fantastical cartoon or playing. However, the 10-min delay between the watching and testing sessions eliminated the negative impact observed on inhibitory control. Groups did not differ on cognitive flexibility and mental transformation. As in previous studies, watching fantastical content negatively affected children’s EFs, but this negative impact disappeared in a few minutes and seems unique to EFs. These results suggest that fantastical content may temporarily affect attentional and information processing systems related to EFs.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"248 ","pages":"Article 106067"},"PeriodicalIF":1.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How people evaluate individuals who act morally prior to acting immorally: An examination of developmental change in moral evaluation, social preference, and prediction of moral behaviors 人们在做出不道德的行为之前如何评价做出道德行为的人：研究道德评价、社会偏好和道德行为预测的发展变化。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-09-05 DOI: 10.1016/j.jecp.2024.106065

Hina Motoyama , Ayaka Ikeda , Yuko Okumura

{"title":"How people evaluate individuals who act morally prior to acting immorally: An examination of developmental change in moral evaluation, social preference, and prediction of moral behaviors","authors":"Hina Motoyama , Ayaka Ikeda , Yuko Okumura","doi":"10.1016/j.jecp.2024.106065","DOIUrl":"10.1016/j.jecp.2024.106065","url":null,"abstract":"<div><p>Recent studies have enthusiastically examined the developmental origin of moral self-licensing, which is a tendency to act immorally after acting morally. However, it has not been considered enough how children evaluate personality traits of individuals who show moral licensing behavior and whether there is any developmental change in this evaluation. This study examined the developmental change in moral evaluation, social preference, and prediction of moral behaviors for moral licensing characters as well as moral or immoral characters. In total, 36 5- and 6-year-old children, 36 7- and 8-year-old children, and 58 university students participated in the study. The results revealed that 7- and 8-year-olds and adults evaluated moral licensing characters as more moral and likable than those who behave immorally, unlike 5- and 6-year-olds, who did not distinguish between the immoral and moral licensing characters. Importantly, 7- and 8-year-olds judged the moral licensing character as neutral in both moral evaluation and judgment of social preference, suggesting that they thought the immoral behavior was canceled out owing to prior moral behavior in the moral licensing character. However, adults still judged the moral licensing character as immoral and dislikable. Moreover, children’s prediction of moral behavior for all characters showed the same tendency as moral evaluation, whereas adults’ prediction was slightly different from their moral evaluation. Taken together, our findings revealed that the evaluation of individuals who show moral licensing behavior changed developmentally, and a moral licensing effect was found when evaluating others’ moral traits from around 7 or 8 years of age.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"248 ","pages":"Article 106065"},"PeriodicalIF":1.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Karate Kata training: A promising intervention for behavioral problems in elementary school children 空手道套路训练：一种治疗小学生行为问题的有效干预措施

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-09-04 DOI: 10.1016/j.jecp.2024.106058

Farzaneh Parsamajd, Saeid Teymori

{"title":"Karate Kata training: A promising intervention for behavioral problems in elementary school children","authors":"Farzaneh Parsamajd, Saeid Teymori","doi":"10.1016/j.jecp.2024.106058","DOIUrl":"10.1016/j.jecp.2024.106058","url":null,"abstract":"<div><p>Behavioral issues frequently arise in primary school children, affecting their academic performance, social interactions, and general welfare. These concerns encompass challenges related to attention, concentration, aggression, oppositional behavior, and social maladaptation. The purpose of the current study was to examine the impacts of karate Kata training on extrinsic behavioral problems of elementary school students. The Achenbach Child Behavior Checklist (CBCL) questionnaire was given to all fourth- to sixth-grade students from a male elementary school, totaling 241 students, in Mashhad, Iran. A total of 76 eligible school-aged children with a total score of 65 and above in attention, aggression, oppositional defiance, and social maladaptation issues were selected and randomly assigned to an exercise group (<em>n</em> = 38) or a no-exercise control group (<em>n</em> = 38). Participants in the exercise group were instructed to engage in Kata training, which consists of a series of choreographed movements designed to enhance physical and mental discipline, for a duration of 12 60-min sessions, whereas the participants in the control group followed their daily activities. The CBCL from the Achenbach System of Empirically Based Assessment was used to assess dependent variables such as attention and concentration, aggression, oppositional defiance, and social maladaptation at baseline and post-intervention. The repeated-measures analysis of variance indicated that Kata training results in significant improvements in attention and concentration and significant reductions in aggression, oppositional defiance, and social maladaptation among elementary school students (all <em>p</em>s < .001). These results highlight the potential benefits of incorporating Kata training into interventions aimed at improving the behavioral outcomes of children.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"248 ","pages":"Article 106058"},"PeriodicalIF":1.8,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142136231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Infant–parent attachment and lie-telling in young children: The Generation R Study 婴幼儿与父母的依恋和说谎：R 世代研究

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-09-03 DOI: 10.1016/j.jecp.2024.106044

Lisanne Schröer , Victoria Talwar , Maartje Luijk , Rianne Kok

{"title":"Infant–parent attachment and lie-telling in young children: The Generation R Study","authors":"Lisanne Schröer , Victoria Talwar , Maartje Luijk , Rianne Kok","doi":"10.1016/j.jecp.2024.106044","DOIUrl":"10.1016/j.jecp.2024.106044","url":null,"abstract":"<div><p>Insecure-attached adults are more likely to lie. However, it is unknown whether infant–parent attachment quality relates to lie-telling in early childhood. As in adults, lie-telling in early childhood might be related to attachment <em>insecurity.</em> However, a competing hypothesis might be plausible; lie-telling might be related to attachment <em>security</em> given that lie-telling in early childhood is considered an advancement in social-cognitive development. The current study is the first to investigate the link between insecure/secure and disorganized/non-disorganized attachment and lie-telling behavior in early childhood. Because lie-telling is studied in the context of cheating behavior, the association between cheating and attachment is additionally explored. A total of 560 Dutch children (287 girls) from a longitudinal cohort study (Generation R) were included in the analyses. Attachment quality with primary caregiver (secure/insecure and disorganized/non-disorganized attachment) was assessed at 14 months of age in the Strange Situation Procedure, and cheating and lie-telling were observed in games administered at 4 years of age. The results demonstrated no relationship of attachment (in)security and (dis)organization with cheating and lie-telling. Results are interpreted in light of evidence that lie-telling in early childhood is part of normative development. Limitations are discussed, including the time lag between assessments, the fact that lie-telling was measured toward a researcher instead of a caregiver, and the conceptualization of attachment in infancy versus adulthood. Attachment quality does not affect early normative lie-telling, but how and when it may affect later lying in children remains to be explored.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106044"},"PeriodicalIF":1.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S002209652400184X/pdfft?md5=4037a256aee8d67706ad7c7b20211b7f&pid=1-s2.0-S002209652400184X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142129272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Executive functions and theory of mind associations in middle childhood: Does social interaction act as a mediator? 童年中期的执行功能和心智理论联想：社会交往是中介吗？

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-09-03 DOI: 10.1016/j.jecp.2024.106059

Irene Oeo Morín , Esther H.H. Keulers

{"title":"Executive functions and theory of mind associations in middle childhood: Does social interaction act as a mediator?","authors":"Irene Oeo Morín , Esther H.H. Keulers","doi":"10.1016/j.jecp.2024.106059","DOIUrl":"10.1016/j.jecp.2024.106059","url":null,"abstract":"<div><p>This study explored the interplay of executive functions (EFs), social interactions, and theory of mind (ToM) in middle childhood. The first aim was to examine how specific EFs—shifting, inhibition, and working memory (WM)—predict social-perceptual and social-cognitive ToM. The second aim was to explore the potential mediating role of social interactions in the EF–ToM relationship. A total of 98 children aged 8 to 11 years completed three computerized EF tasks (task switching, flanker, and running span) and two ToM tasks (Strange Stories and Reading the Mind in the Eyes). The quality and quantity of social interactions were self-reported by using questionnaires. First, multiple regression analyses with age-adjusted scores examined how specific EFs predict ToM scores. The regression model was significant for social-cognitive ToM, but not for social-perceptual ToM. WM accuracy was the only significant, positive predictor for performance on the Strange Stories task. Second, mediation analyses assessed whether social interactions mediate this EF–ToM relationship. There were no significant mediation effects of the quality and quantity of social interactions on the relationship between WM and social-cognitive ToM. In conclusion, EFs play a significant role in explaining social-cognitive ToM variability in middle childhood. WM is relevant for understanding others’ mental states, in contrast to shifting and inhibition that lacked predictive value. The results also suggest different cognitive processes associated with social-perceptual versus social-cognitive ToM in this developmental stage.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"248 ","pages":"Article 106059"},"PeriodicalIF":1.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022096524001991/pdfft?md5=5a1eda227b507d33e76253a14509f12d&pid=1-s2.0-S0022096524001991-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142128997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of semantic and pragmatic factors on preschool children’s negation-triggered inferences on possible alternatives 语义和语用因素对学龄前儿童由否定引发的可能替代品推断的影响

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-09-02 DOI: 10.1016/j.jecp.2024.106057

Xiaowen Zhang , Peng Zhou

{"title":"Effects of semantic and pragmatic factors on preschool children’s negation-triggered inferences on possible alternatives","authors":"Xiaowen Zhang , Peng Zhou","doi":"10.1016/j.jecp.2024.106057","DOIUrl":"10.1016/j.jecp.2024.106057","url":null,"abstract":"<div><p>Negation-triggered inferences are universal across human languages. Hearing “This is not X” should logically lead to the inference that all elements other than X constitute possible alternatives. However, not all logically possible alternatives are equally accessible in the real world. To qualify as a plausible alternative, it must share with the negated element as many similarities as possible, and the most plausible one is often from the same taxonomic category as the negated element. The current article reports on two experiments that investigated the development of preschool children’s ability to infer plausible alternatives triggered by negation. Experiment 1 showed that in a context where children were required to determine the most plausible alternative to the negated element, the 3-, 4- and 5-year-olds, exhibited a robust preference for the taxonomic associates. Experiment 2 further demonstrated that the 3-, 4- and 5-year-olds considered all the complement set members as equally possible alternatives in a context where they were not explicitly required to evaluate the plausibility of different candidates. Taken together, our findings reveal interesting developmental continuity in preschool children’s ability to make inferences about plausible alternatives triggered by negation. We discuss the potential semantic and pragmatic factors that contribute to children’s emerging awareness of typical alternatives triggered by negative expressions.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106057"},"PeriodicalIF":1.8,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142122714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The development of self-initiated visuo-spatial working memory 自我启动视觉空间工作记忆的发展

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-08-27 DOI: 10.1016/j.jecp.2024.106043

Neta Gorohovsky, Tamar Koor, Hagit Magen

{"title":"The development of self-initiated visuo-spatial working memory","authors":"Neta Gorohovsky, Tamar Koor, Hagit Magen","doi":"10.1016/j.jecp.2024.106043","DOIUrl":"10.1016/j.jecp.2024.106043","url":null,"abstract":"<div><p>Studies on the development of visuo-spatial working memory (VSWM) have focused almost exclusively on memory tasks in which children had no control over the content of the representations they memorized. In contrast, in everyday life children often select the items that they encode in memory. In the current study, we used two modified span tasks to explore the development of this aspect of memory, termed self-initiated (SI) VSWM, in children aged 7 to 10 years. In Experiment 1 participants memorized sequences of spatial locations, whereas in Experiment 2 participants memorized sequences of pictures of real-world objects and the spatial locations of the targets were irrelevant for task performance. In both experiments, participants either selected the targets they memorized themselves or memorized randomly selected targets that were provided to them. Previous studies in adults have shown that efficient processing in the SI condition in both tasks entails the construction of spatially structured representations. The results of the two experiments revealed that children constructed spatially structured representations with short paths between successive locations in the spatial sequences, fewer path crossings, and more linear shapes compared with the provided representations. Self-initiation benefited overall performance, especially in Experiment 1 where the memory task was more demanding. This study shows that 7- to 10-year-old children have access to the metacognitive knowledge on the spatial structure of VSWM and strategically impose structure during encoding to benefit memory performance. More generally, SI VSWM highlights an important aspect of behavior, demonstrating how children shape their environment to facilitate functioning.</p></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"247 ","pages":"Article 106043"},"PeriodicalIF":1.8,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142077538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0